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The Education of Henry Adams

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seemed better worth an answer than most of the questions on examination papers at college or in the civil service; all the more because one never found an answer to them, then or afterwards, and because, to his mind, the value of American society altogether was mixed up with the value of Washington. At first, the simple beginner, struggling with principles, wanted throw off responsibility on the American people, whose bare and toiling shoulders had to carry the load of every social or political stupidity; but the American people had no more to do with it than with the customs of Peking. American character might perhaps account for it, but what accounted for American character? All Boston, all New England, and all respectable New York, including Charles Francis Adams the father and Charles Francis Adams the son, agreed that Washington was no place for a respectable young man. All Washington, including Presidents, Cabinet officers, Judiciary, Senators, Congressmen, and clerks, expressed the same opinion, and conspired to drive away every young man who happened to be there or tried to approach. Not one young man of promise remained in the Government service. All drifted into opposition. The Government did not want them in Washington. Adams's case was perhaps the strongest because he thought he had done well. He was forced to guess it, since he knew no one who would have risked so extravagant a step as that of encouraging a young man in a literary career, or even in a political one; society forbade it, as well as residence in a political capital; but Harvard College must have seen some hope for him, since it made him professor against his will; even the publishers and editors of the North American Review must have felt a certain amount of confidence in him, since they put the Review in his hands. After all, the Review was the first literary power in America, even though it paid almost as little in gold as the United States Treasury. The degree of Harvard College might bear a value as ephemeral as the commission of a President of the United States; but the government of the college, measured by money alone, and patronage, was a matter of more importance than that of some branches of the national service. In social position, the college was the superior of them all put together. In knowledge, she could assert no superiority, since the Government made no claims, and prided itself on ignorance. The service of Harvard College was distinctly honorable; perhaps the most honorable in America; and if Harvard College thought Henry Adams worth employing at four dollars a day, why should Washington decline his services when he asked nothing? Why should he be dragged from a career he liked in a place he loved, into a career he detested, in a place and climate he shunned? Was it enough to satisfy him, that all America should call Washington barren and dangerous? What made Washington more dangerous than New York? The American character showed singular limitations which sometimes drove the student of civilized man to despair. Crushed by his own ignorance -- lost in the darkness of his own gropings -- the scholar finds himself jostled of a sudden by a crowd of men who seem to him ignorant that there is a thing called ignorance; who have forgotten how to amuse themselves; who cannot even understand that they are bored. The American thought of himself as a restless, pushing, energetic, ingenious person, always awake and trying to get ahead of his neighbors. Perhaps this idea of the national character might be correct for New York or Chicago; it was not correct for Washington. There the American showed himself, four times in five, as a quiet, peaceful, shy figure, rather in the mould of Abraham Lincoln, somewhat sad, sometimes pathetic, once tragic; or like Grant, inarticulate, uncertain, distrustful of himself, still more distrustful of others, and awed by money. That the American, by temperament, worked to excess, was true; work and whiskey were his stimulants; work was a form of vice; but he never cared much for money or power after he earned them. The amusement of the pursuit was all the amusement he got from it; he had no use for wealth. Jim Fisk alone seemed to know what he wanted; Jay Gould never did. At Washington one met mostly such true Americans, but if one wanted to know them better, one went to study them in Europe. Bored, patient, helpless; pathetically dependent on his wife and daughters; indulgent to excess; mostly a modest, decent, excellent, valuable citizen; the American was to be met at every railway station in Europe, carefully explaining to every listener that the happiest day of his life would be the day he should land on the pier at New York. He was ashamed to be amused; his mind no longer answered to the stimulus of variety; he could not face a new thought. All his immense strength his intense nervous energy, his keen analytic perceptions, were oriented in one direction, and he could not change it. Congress was full of such men; in the Senate, Sumner was almost the only exception; in the Executive, Grant and Boutwell were varieties of the type -- political specimens -- pathetic in their helplessness to do anything with power when it came to them. They knew not how to amuse themselves; they could not conceive how other people were amused. Work, whiskey, and cards were life. The atmosphere of political Washington was theirs -- or was supposed by the outside world to be in their control -- and this was the reason why the outside world judged that Washington was fatal even for a young man of thirty-two, who had passed through the whole variety of temptations, in every capital of Europe, for a dozen years; who never played cards, and who loathed whiskey. CHAPTER XX FAILURE (1871) FAR back in childhood, among its earliest memories, Henry Adams could recall his first visit to Harvard College. He must have been nine years old when on one of the singularly gloomy winter afternoons which beguiled Cambridgeport, his mother drove him out to visit his aunt, Mrs. Everett. Edward Everett was then President of the college and lived in the old President's House on Harvard Square. The boy remembered the drawing-room, on the left of the hall door, in which Mrs. Everett received them. He remembered a marble greyhound in the corner. The house had an air of colonial self-respect that impressed even a nine-year-old child. When Adams closed his interview with President Eliot, he asked the Bursar about his aunt's old drawing-room, for the house had been turned to base uses. The room and the deserted kitchen adjacent to it were to let. He took them. Above him, his brother Brooks, then a law student, had rooms, with a private staircase. Opposite was J. R. Dennett, a young instructor almost as literary as Adams himself, and more rebellious to conventions. Inquiry revealed a boarding-table, somewhere in the neighborhood, also supposed to be superior in its class. Chauncey Wright, Francis Wharton, Dennett, John Fiske, or their equivalents in learning and lecture, were seen there, among three or four law students like Brooks Adams. With these primitive arrangements, all of them had to be satisfied. The standard was below that of Washington, but it was, for the moment, the best. For the next nine months the Assistant Professor had no time to waste on comforts or amusements. He exhausted all his strength in trying to keep one day ahead of his duties. Often the stint ran on, till night and sleep ran short. He could not stop to think whether he were doing the work rightly. He could not get it done to please him, rightly or wrongly, for he never could satisfy himself what to do. The fault he had found with Harvard College as an undergraduate must have been more or less just, for the college was making a great effort to meet these self-criticisms, and had elected President Eliot in 1869 to carry out its reforms. Professor Gurney was one of the leading reformers, and had tried his hand on his own department of History. The two full Professors of History -- Torrey and Gurney, charming men both -- could not cover the ground. Between Gurney's classical courses and Torrey's modern ones, lay a gap of a thousand years, which Adams was expected to fill. The students had already elected courses numbered 1, 2, and 3, without knowing what was to be taught or who was to teach. If their new professor had asked what idea was in their minds, they must have replied that nothing at all was in their minds, since their professor had nothing in his, and down to the moment he took his chair and looked his scholars in the face, he had given, as far as he could remember, an hour, more or less, to the Middle Ages. Not that his ignorance troubled him! He knew enough to be

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